Curriculum Analysis: The state AI and Data Ethics Curricula in Kenyan Universities

Abstract

Many developing countries' computing education curricula has not evolved in tandem with the needs and emerging issues of modern computing. Moral issues in the use of AI and data are on the rise, indicating a lack of ethical literacy and foundational ethical instruction among computer science practitioners. The current computing curriculum heavily emphasizes hard computing skills while largely ignoring the inclusion of soft computing skills such as ethics. I conducted an in-depth qualitative review of 74 university computing courses. The analysis presented here reveals a significant gap in ethical coursework in computing courses across all universities. This paper makes recommendations for the next steps that can be taken to integrate ethics into Kenyan university computing curricula.